The Student Relationship Officer Network within the Student Management Division has three main teams consisting of SRO’s. These teams are Domestic Recruitment & Admissions, USQ Internationaland Student Support & Retention.There are discipline based SRO’s at each of the campuses who assist with Faculty administration, similar to Student Support roles in Toowoomba Faculties. The Springfield and Fraser Coast SRO’s have a blended role which include SRO and Faculty administrative duties.So what is a Student Relationship Officer and what do they do? SRO’s are responsible for providing USQ’s brand of student support to help students achieve their goals, guide them through the challenges that study can bring and to celebrate our student’s success.
Let’s have a closer look at the SRO’s within the Student Support and Retention team. There are 13 full time SRO positions who report to 2 Student Support Coordinators. The team is overseen by Manager Student Support and Retention. Each SRO is allocated a specific disciplinenamely Arts, Business & Law, Education, Engineering & Surveying and Sciences. This is the structure our team and if we take a closer look at the Business & Law Discipline, we can see that Deb Busiko and Emma Goltz are the nominated Business & Law SRO’s. In addition to this, our team is the first point of contact for the University and we can assist visitors and students from any faculty. This ensures all enquiries receive a consistent high quality service.
Fundamentally within the Relationship Framework, the majority of questions the SRO team answer are general support enquiries. Examples of which include resetting passwords, advise on recommended enrolment patterns, study materials and exam timetables, to name a few. The advice column is when the SRO’s hand the enquiry over to the Faculty or relevant area to provide specific information, such as a complex enrolment question or querying the grounds of a failed exemption application. The hand-over point beyond this is where expert advice may be required. Examples of this would include referrals to counselling support that is offered by Student Services, specific course content enquiries to the relevant academic.As you can see there is another line on the bottom of the slide which represents the enquiry passingbetween teams, an issue or enquiry can be passed in either direction when required.
We are continually trying to improve our proactive support. We send a variety of timely communications to specific student cohorts to support and guide them on through the different stages of their student learning journey. As part of our retention management plan we monitor and communicate with students who are new to USQ year on a regular basis. The types of information we communicate to students include orientation programs, enrolment health check, learning centre academic support, exam preparation, effective study techniques and end of semester results. Proactively communicating with our students can eliminate the stress and confusion that students can sometimes feel during their first semester. Student Support contacts students who are enrolled in courses and have not accessed their study desk within the first few weeks of the commencement of semester. This ensures students know how and where to access their course content and view vital information posted by their course leaders.We strive to work with other departments on pilot projects to further ensure the success of our students. Some of the most recent examples of this include working with the Faculty of Engineering and Surveying on projects such as contacting students who do not participate in submission of assignments and for those who do not to sit their final exams. Further information will be available at a later date once the review process has taken place.
SLJ 6 2012
The journey starts by with the first step:Creating the Higher Ed Student LearningJourney Dr Michael Sankey Program Manager: Learning Technologies & Environments USQ
Stolen from… "A journey of a thousand miles begins with a single step."Confucius (551-479BC) Lao-tzu (604 BC - 531 BC)
Teacher support Establish a context The SLJ F2F strategies Online strategies Some examples Now its over to you
University of Southern Queensland• Founded in 1967• A distance ed provider since 1977• Fully online programs since 1997• 5 Faculties: Arts, Business & Law, Education, Sciences, Engineering & Surveying• All faculties have external programs• More than 200 under-grad and post-grad award programs
Enrolled students USQ • All students 26,000 • On-campus 6,000 • External/online 20,000 (77%) • International 7,400 (2,300 ONC) The vast majority of USQ students access information services online Most Students and Staff know what they’re getting themselves in for when they come to USQ
Some current strategies Every student has a named person to contact Every course has an online presence Minimum standards for all courses Threshold standards – based in a eLearning framework Learning Innovation & Teaching Enhancement (LITE) teams Significant media enhancement available Strong focus on the Student Learning Journey (SLJ) and personal learning environment (PLE)
Some current trends Print – Progressively reducing but still wanted by some - but will be gone within 18 months Digital content – Increasingly more accessible & able to be used on mobile devices CDs – popular for many years but will also be gone within 18 months Physical spaces – Comfortable places to meet, study, eat, talk and recharge. BYOD – Closed two computer labs
Discernable periods in SLJ Application & The early Continuing Completing Alumni offer weeks study study Student Learning Journey Decision to Enrol Experience of first Unforseen Graduation enrol semester eventsThe SLJ is a series of interactions between students & the Uni.Identified 9 student groups with some 150 individual points ofinteraction.
Accessing the Student Voice Professor Geoff Scott in his report Accessing the Student Voice (2005) concluded that ‘it is the whole experience that matters to students. Students are not concerned about whether or not a particular interaction is academic or administrative, but they are concerned about the quality of the interaction. In this context, the quality of interactions in the pre-enrolment phase is just as important as the quality of face-to-face and/or virtual interactions in academic study or in completing study (including graduation ceremony and membership of the Alumni Network)’.
Key interaction points Decision to enrol Application and offer process Enrolment process The early weeks (orientation & first classes) • Learning The experience of study in the 1st Semester Centre • Student Preparing for the next semester Services • Library Continuing study the following years • Careers & When things dont go as planned employment Completing study
SLJ Online Services ENROL ORIENT & TRANSITION ENGAGE • Admission/Offer/Accept/Defer/ • Orientation on Moodle Decline • Access to StudyDesk • Enquiry Management (RightNow) • Course re/Enrol (add, swap, • Access to UConnect • Future Student Website drop, edit) • UConnect Announc’s & Alerts • Application • View exemptions processing • Information in 8 languages • UMail activation and passwords • Open Day & Info Evening • Create/Amend Study Plan • Oncampus timetable • View Class Enrolment • Personal SRO details Programs • Residential College Applications Now • Enter/Update Personal details • Student Services Videos Now • Careers Resources • Enter/Update/Request Support Now • Tutorial Registration • Scholarships & Application Forms –Disability • Res College Invoicing & Pmts • Disability Resources • Fee Inv’s, calculator & • Student Representation • Fee Acc. Enquiries & CAS payments Forms • Web Campaign pages • Student ID Cards • New International website • Student Guild Website • New program Guide • Student Loans • Current students website • Chat for enquiries • Program Enrol (Cancel, • Online Forums – Clubs & Coming Reinstate, Leave of Absence) Societies • Send/Update Profile form • e-Newsletter • Alpha list of Alumni Profiles • Alumnus of the Year AwardsALUMNI • Chapter listings • Personal, Professions and • Chapter tool-kit bus.dev. opportunity listings • New Chapter EOI form •CareerHub Mentoring LEARNING SUPPORT GRADUATE PROGRESS • AWARE Program • Check Study Package Status • ALS Online Resources (TLC) • View & Print Unofficial • Enquiry Management (RightNow) • Academic Dress ordering Transcripts • Counselling Resources • Ceremony Registration • Exam Timetables • Careers Counselling • Graduate Employment Now Resources • View & Update Exam Centres • Results Now • Employment, WIL, Mentoring • Intern. Stud. Assistance Line • CareerHub Jobs Database • Graduation Ceremony Videos Now • USQ Handbook • Policy Library • Digital Learning @USQ site • Wimba workshops in maths • View & Update Statistical Data • Counselling & Health Promotion • Scholarships & Loans • Academic Intervention Form • Disability Support • Employer Speed-Networking • Online Payment for Graduations • The Honk (Student Guild) • Personal Counselling Coming & replacement Testamurs • Learning Centre web page update Coming • TLC in other languages Coming • CRM Retention Intervention • Student Services CO Engagement
Some key things Student relationship officers Academic learning support Peer assisted learning USQ Retention strategy Communities of Practice (CoPs) Graduate skills and capabilities ePortfolios Closing the loop Alumni
Student Relationship Officer (SRO) Network STUDENT MANAGEMENT DIVISION Recruitment & Admissions – prospective and new students USQ International – prospective and new students Student Support & Retention – current and continuing students FACULTIES Student Support staff in each Faculty based at Toowoomba campus CAMPUSES Discipline based SROs based at Springfield & Fraser Coast campuses
Current Discipline Allocation for SRO’s withinStudent Support •Student Relationship Officers •Sciences Student Support Coordinator Roxanne Parker Lorraine Juliana Shannon Svensen (Raeleen Cahill) Business & Law Deb Busiko Emma Goltz Clinton Bell Manager, Enrolments & Student Support Janelle Hartwig •Arts Dana Eggleston Shani McCormack Student Support Coordinator Education Deborah Sutton Maureen Crosisca (Clinton Bell) Jason Steinhardt Mary Reyes Engineering & Surveying Marg Kenny Damien Zekants
RELATIONSHIP FRAMEWORK SUPPORT ADVICE EXPERTISEIndividual or specific Individual academicsupport (individual advice, career or personal counselling etcstudents)Specific or targeted Course and programsupport (specific advice, retention etcstudents) Student support,Must have (all recruitment andstudents) retention etc Available and common Available and common to specific student Specific, individual to all students and / or cohorts and/or cohorts advice and support individuals
Proactive support Retention Management Introduction Dana Week 4 Week 6 Damien Week 10 Week 15 Shani Week18 Study Desk Inactivity Pilot Projects - Assignment Non-Submission - Missed Exams
Academic learning support Online and face-to-face sessions for communication skills and maths: Individual or small group consultations face to face phone email online chat. Workshops Meet - Up Course-based assistance
The Learning CentreAlso do:• lectures on common problem areas• embedded workshops in lectures in collaboration with academic staff• and we have an online learning centre
Meet-Up 54 Meet-Up groups meeting Sessions are different from tutorials as they are: led by students who have previously done the course responsive to your needs as a student interactive, informal and fun they encourage discussion and develop understanding of course content concerned with how to learn as well as what to learn supervised by qualified academic staff
Peer assisted learning We’re good at doing it for students Meet-Up student leaders Online student mentors For staff Learning Technologists in centralised units Faculty technology mentors
The role of the teacher They are our interface In most cases they want to But are not confident And not overly aware of what others are doing
Example short course A Key: Get the staff using the same tools as the students (if it’s good for the students it’s good for us) Image accessed 24 February 2012 from: http://www.fusionhq.com/package/templates/0/eatingdogfood.jpg
ePortfolios Personal learning environment Outside Artefact 1environments View 1 Artefact 2 For course assessments Group 1 Twitter Artefact 3 Flickr Skill 1 Group 2 View 2 For potential employers Artefact 5 YouTube Individual 1 Artefact 6 Facebook Skill 2 View 3 For parents or friends Individual 2 Artefact 8
Staff portfolio Professional portfolio Evidence for promotion Teaching tool Interest group interaction Linked with the LMS 11,000 Portfolios – 24,000 pages
Communities of PracticeGroups of people who share a passion forsomething that they know how to do andwho interact regularly to learn how to do itbetter. CoPs provide an opportunity tocreate a learning community around anarea of interest or practice, to share and develop practice andbuild personal and professional knowledge and expertise.21 + CoPs – e.g. CoP for Faculty technology mentors
Management or FacilitationWhat we have had What is emergingTraditional LMS LMS Activity4 Activity1 EdCom/OER etc. Activity1 Activity2 PLE Activity3 Activity2 Activity3 Activity4
Defined minimum standards1. An introductory message, posted before the start of semester, which: welcomes students to the course; introduces the teaching team for the course; describes how the StudyDesk space will be used throughout the semester; and explains how students may obtain support by appropriately directing academic or technical. enquiries.2. Checking of discussions and other student access areas on at least three  working days per week in order to: monitor and moderate comments and discussion by students; manage course operation by responding to student enquiries and learning activities.3. Student requests for clarification or assistance should be responded to as soon as possible, but certainly within 48 hours during the working week.
Currently 81. Institution policy and governance for technology supported learning and teaching2. Planning for, and quality improvement of the integration of technologies for learning and teaching3. Information technology infrastructure to support learning and teaching4. Pedagogical application of information and communication technology5. Professional/staff development for the effective use of technologies for learning and teaching6. Staff support for the use of technologies for learning and teaching7. Student training for the effective use of technologies for learning8. Student support for the use of technologies for learning